Novalita Fransisca Tungka, Nur Mukminatien
This study investigates the experiences of EFL students when assisted with guided instruction in reading multimodal texts. The interview results carried out to trace the students’ experiences, skills and mode preferences revealed that (1) guided instructions on multimodal text features influence students’ comprehension success, (2) reading multimodal text with linear way of reading may have deleterious results on students’ comprehension outcomes, (3) some of the reading comprehension skills are still appropriate for multimodal text comprehension, and (4) the mode preference does indeed influence the comprehension success for less-skilled students. © 2018 Asian E F L Journal Press. All rights reserved.
Postgraduate School of English Language, Teaching State University of Malang, Indonesia
